Call for Papers: Contemporary Issues and Challenges in Computer Science Education


Vol. 15, Issue 4 (Year 2025)

Issue Editor: Irena NanÄovska Å erbec

Knowledge and skills in computer science (CS) are increasingly necessary for survival in the technologically advanced world of today and tomorrow. They enable individuals to understand how technology works and how best to harness its potential to improve lives. Because these skills are important in the rapidly changing 21st century, education in CS promises to greatly enhance students’ preparation for the future of work and active citizenship. However, the benefits of CS education (CSE) go beyond economic benefits and civic participation. Fundamental CS skills are necessary for all students to reach their full potential in the modern world. We consider digital literacy a ‘new basic skill’ as important as foundational literacy and numeracy to succeed in the 21st century.


CS is a discipline that offers opportunities and challenges for a wide range of people. Computational thinking is crucial to developing problem-solving skills as it helps to formulate problems and their solutions through pattern recognition, decomposition, generalisation, abstraction, and algorithmic thinking. This supports the development of general problem-solving skills, including executive and planning skills, and is therefore transferable to other fields. In recent years, great efforts have been made to introduce and improve CSE in schools worldwide. The current trend of introducing CS in schools includes the following concepts: computing systems, networks and the Internet, data and analysis, algorithms and programming, and impacts of computing. In developing CS curricula, it is important to empower teachers to teach the concepts covered in the new curricula.


This issue of the CEPS Journal, therefore, focuses on:

  • CS curricula, programmes, and courses
  • Pedagogy for CS teaching and learning
  • Teacher training in CS
  • Learning/teaching resources for CS
  • Computational thinking
  • Introductory programming
  • Early CS education
  • Physical computing
  • Digital literacy development
  • Engagement and empowerment strategies.


Article submission timeline:

30 June 2024: submission of paper title and abstract with up to five keywords [250 words max.]

30 March 2025: paper submission [between 5,000 and 7,000 words]

December 2025: publication of the focus issue of the CEPS journal


Please send the abstract to clearly stating the title of the focus issue.


Manuscripts should be from 5,000 to 7,000 words long, including the abstract and reference list. They should be written in UK English. Submissions should be original and unpublished work not currently under review by another journal or publisher.


When preparing the manuscript, please follow our author’s guidelines, which are available here: